Государственного экзамена по специальности

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН

СЕВЕРО-КАЗАХСТАНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

ИМЕНИ МАНАША КОЗЫБАЕВА

 

Утверждаю

                                                                Ректор СКГУ им. М. Козыбаева

______________________С.Омирбаев

«____» ______________________201 г.

 

 

ПРОГРАММА

ГОСУДАРСТВЕННОГО ЭКЗАМЕНА ПО СПЕЦИАЛЬНОСТИ

Специальност ь:  5В011900 «Иностранный язык: два иностранных языка»

 

 

 

г. Петропавловск

2019 г.

Программа государственного экзамена по специальности 5В011900 «Иностранный язык: два иностранных языка» утверждена на заседании Ученого совета университета    

заседании Ученого совета университета    

протокол № ________ "_____" ___________ 20__г.

 

 

Рассмотрена и рекомендована к утверждению на заседаниях:

 

Учебно-методического совета университета  

 

протокол № ________ "_____" ___________ 20__г.

 

Председатель УМС университета

 

_____________________                         Исакаев Е.М.     

            (подпись)                                                           (ФИО)

Учебно-методического совета Института языка и литературы

 

протокол №              " "              201 г.

 

Председатель УМС института/ факультета

 

_____________________                  Кузембаева А.М.

            (подпись)                                                           (ФИО)

Кафедры «Германо-романская филология»

 

 протокол №                " "                    201 г.

 

Заведующий кафедрой

 

_____________________       Какимова М.Е.    

 

 

Программу государственного по специальности 5В011900 «Иностранный язык: два иностранных языка» разработали:

 

1. Какимова М.Е., к.ф.н., доцент
2. Пузиков Е.Ю., к.ф.н., доцент
3. Тетюхин Е.П., к.ф.н., доцент
4. Сагитдинова Т.К., ст.пр., магистр филологии
5. Бондаренко Н.П., ст.пр., магистр педагогики
6. Даулетбаева Л.К., пр., магистр педагогики
7. Мячин К.А., пр., магистр педагогики

 

                

 

 

Содержание

Введение

1.	Содержание государственного экзамена по специальности 5В011900 «Иностранный язык: два иностранных языка»                                                       4
2.	Примеры заданий в зависимости от вида проведения государственного экзамена                                                                                                                      16
3. 4.	Критерии оценивания государственного экзамена                                                22 Порядок проведения государственного экзамена                                                 24

 

 

Программа государственного экзамена

По специальности 5В011900 «Иностранный язык: два иностранных языка»

 

Введение

Целью государственного по специальности 5В011900 «Иностранный язык: два иностранных языка»  является установление уровня готовности выпускника высшего учебного заведения к выполнению профессиональных задач и соответствия его подготовки требованиям государственного образовательного стандарта высшего профессионального образования.

Форма проведения государственного экзамена: письменная.

 

Содержание государственного экзамена по специальности 5В011900 «Иностранный язык: два иностранных языка»

  Дисциплина 1: «Теоретическая фонетика английского языка»

1. Phonetics and phonology.

Phonetics vs. Phonology.International Phonetic Alphabet. Phonetics and other branches.

          References:

1. Small L. Fundamentals of Phonetics. – Oxford, 2015.

2. Ladefoged P., Johnson K.A Course in Phonetics.– Oxford, 2015.

Vocal Mechanism.

Lips. Teeth. Alveolar Ridge. Hard Palate. Soft Palate (Velum). Uvula. Tip of the Tongue. Blade of the Tongue. Front of the Tongue. Back of the Tongue. Nasal Cavity. Oral Cavity. Pharynx. Larynx.
                    References:

1. Small L. Fundamentals of Phonetics. – Oxford, 2015.

     2. Ladefoged P., Johnson K. A Course in Phonetics. – Oxford, 2015

P honeme.

Complementary Distribution. Contrastive Distribution. Phoneme. Allophone. Phonostylistics. Vowel. Consonant.

                                       References

1. Small L. Fundamentals of Phonetics. – Oxford, 2015.

2. Ladefoged P., Johnson K. A Course in Phonetics. – Oxford, 2015.

 

System of English Consonant Phonemes.

 Distribution. Opposition: Types of Consonant Phonemes. Contoid.Vocoid.

                                     References:

1. Small L. Fundamentals of Phonetics. – Oxford, 2015.

2. Ladefoged P., Johnson K. A Course in Phonetics. – Oxford, 2015.

System of English Vowel Phonemes.

                  References:                  

1. Small L. Fundamentals of Phonetics. – Oxford, 2015.

2. Ladefoged P., Johnson K. A Course in Phonetics. – Oxford, 2015.

              Дисциплина 2 «Лексикология английского языка»

Motivation and polysemy.

The relationship within the structure of the word. Morphological Motivation. Phonetical, Motivation. Semantic Motivation. Change of meaning. Monosemantic and polysemantic words. Semantic structure of polysemantic words.

References:

1. Дубинец Э.М. Лексикология современного английского языка: лекции и семинары. Пособие для студентов гуманитарных вузов. – М., 2002.

2. Зыкова И.В. Практический курс английской лексикологии / Practical Course in English Lexicology: Учебное пособие для вузов. – М., 2007.

3. Arnold I.V. The English Word. – M., 1986.

4. Antrushina G.B. and others. English Lexicology. – M., 2004.

5. Гвишиани Н.Б. Современный английский язык, Лексикология / Modern English Lexicology. – М., 2000.

6. Ginzburg R.S. and others. A Course of Modern English Lexicology. – M., 1979.

7. Palmer F.R. Semantics: A New Outline. – Cambridge-Moscow, 1982.

Дисциплина 3 «Морфология английского языка»

Дисциплина «Синтаксис английского языка»

Compound Sentence.

Leading / Sequentional Clause. Connectors: Conjunctions and Adverbial Elements. Types of Connection: Syndetic / Asyndetic.

Основная литература:

1 Adger D. Core Syntax. – Oxford, 2013.

2 АлександроваО.В. Современный английский язык. Морфология и синтаксис. – 2013.

 

Complex Sentence.

Principal / Subordinate clause.Types of Clauses.Pure Conjunctions / Positional Subordinators.

Основная литература:

1 Adger D. Core Syntax. – Oxford, 2013.

2 АлександроваО.В. Современный английский язык. Морфология и синтаксис. – 2013.

Дисциплина «История английского языка»

Тема: Education

Compare Kazakhstani and American systems of higher education. Find the similarities and the differences. Specify the following: admission requirements, students’ grants and financial aid, academic calendar, courses, political and cultural activities.

1. Тема: Examinations

Compare different forms of examinations held at the university. Which one do you think is the most effective?

1.  Тема: Courts and trial

What are the similarities and the differences between the Kazakhstani and American court systems?

1.  Тема: Crime and punishment

Juvenile delinquency is an issue about which people all over the world are concerned. Work out the reasons for juvenile delinquency both in Kazakhstan and America. Suggest the ways to combat it.

 

1.  Тема: Books

Some people think books are losing importance as a source of information and entertainment. To what extent do you agree? What are the alternative sources students use nowadays?

 

1. Тема: Reading

Some people think that e-books are the death of paper books while others think that paper books will never disappear. Discuss both sides and give your opinion.

 

1. Тема: Man and music

There are world-wide complaints about the effect of rock. Psychologists say that listening to rock music results in “escapism” (abandoning social responsibilities). They also add that rock music (for example heavy metal songs) affect young people like drugs. There are well-known cases of antisocial and amoral behavior on the part of young “music addicts”. How do you feel about this opinion?

 

1. Тема: Children

Nowadays parents put too much pressure on their children to succeed. What is the reason for doing this? Is this a negative or positive development?

1. Тема: Upbringing

In the past, the older generation was a source of knowledge and experience. Nowadays, the older generation have little understanding or experience of the modern world. Has this had any negative impact on the way the elderly are treated by society and the family? What could be done to solve this situation?

 

1. Тема: Mass media

The majority of news being reported is bad news such as wars, famines, accidents and crime. Why do you think that is? Do you think the news should be a balance of both good and bad news?

1. Тема: Politics

Contribution of Astana process to restoration of peace in Syria. Speculate on the problem and give your assessment.

 

1. Тема: War and peace

Role of Astana process and Kazakhstani diplomacy in signing peace agreements on Syrian crisis. Speculate on the problem and give your assessment.

1. Тема: Values

Eurasian values in modern Kazakhstani reality. What is appreciated in an individual? Which personal qualities are celebrated and estimated in the society? Do you think any qualities are underestimated or overestimated? Speculate on the problem and give your assessment.

 

1. Тема: Culture

Kazakhstan as a crossroad of civilizations. Building bridges from Asia to Europe and uniting cultures and economies or struggling to find its own national identity? Speculate on the problem and give your assessment.

 

1. Тема Tri-lingualism

Tri-lingualism in modern Kazakhstani reality. Are the society and educational institutions ready to use the three languages? Is there a true demand for tri-lingualism? What about people who use only one language and happy with it? What about people who use four or five languages? Speculate on the problem and give your assessment.

 

1. Тема: Teaching

Teaching natural sciences at school in English. Are pupils and teachers ready for it in Kazakhstani reality of today? Is it a step forward and sign of international integration of Kazakhstani system of education or a sign of crisis of national education and vagueness of its prospects? Speculate on the problem and give your assessment.

 

1. Тема: International ties

Expo-2017. What are the economic, social and cultural benefits of the international exposition? Are there any drawbacks of this event? Speculate on the problem and give your assessment.

 

1. Тема: Communication

Information technology and new forms of communication: messengers and social networks. We are provided with easy and free access to virtual communication or lastingly overloaded with unnecessary files? Speculate on the problem and give your assessment.

 

1. Тема: History

We have to respect our past for without it we have no future! Define the role of “history lessons” in Kazakhstani community. Did we learn our lessons well?

 

 

1. Тема: Society

Pessimism vs. optimism in the life of Kazakhstani community. Sociologists and psychologists notice growing risks of social unhappiness. What can we do to reduce sullenness and increase happiness levels? Share your recipe of happiness.

Дисциплина 6 «Практический курс второго иностранного языка (уровень В₂)»  (немецкий язык)

Themen fuer muendlichen Ausdruck

Kleider machen Leute.

Essen in Gesellschaft

Wohnkultur.

Optimales Musikerlebnis.

47. Familie geht über alles.

Wie wirke ich auf andere?

50. Eine Welt von Missverständnissen.

Fragen zum muendlichen Ausdruck

1. Was ist das Thema der Meldung.

2. Was fuer ein Beispiel faellt Ihnen auf?

3.  Druecken Sie Ihre Meinung.

 

Литература:

1. M. Perlmann-Balme, S. Schwalb. „Em neu“ Hauptkurs. – München, 2007.

2. Dreyer Schmitt. Die neue Gelbe. – München, 2005.

3. Testheft „Lehr- und Übungsbuch der deutschen Grammatik“. – München, 2008.

4. L. Schwalb, S. Schwalb. „Wer? Wie? Was?“. – Leipzig, 2003.

5. Paul Rusch, Helen Schmitz. Übungsgrammatik Deutsch. – Berlin-München, 2008.

6. R-M. Dallapiazza, E. von Jan, B. Blüggel, A. Schümann. Tangram 3. – München, 2006.

7. Cornelia Gick. Zertifikat Deutsch. Der schnelle Weg. – Berlin-München, 2000.

8. Богданов В.Б. Практический курс немецкого языка. –      М., 2004.

9. Овчинников А.В. 500 упражнений по грамматике немецкого языка. – М., 2005.

10. Морохова Н.Е. Практикум по немецкому языку. –              М., 1998.

 

Дисциплина 7 «Методика преподавания иностранных языков»

1. 4 parts of a lesson: Warm up, Presentation, Practice and Production.

Give the goal of each part and explain what types of activities should be included, in what order and how many. What is the theory behind this method of organization?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. The three parts of a reading lesson: Pre-Reading, Reading, Post Reading.

What are the goals of each part? What is the theory behind each part and how do they together help students comprehend more?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. Class modeling in FLTL.

Define 3 models designed by J.Harmer. When each one is most effective?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. Teaching pronunciation in the Audio Lingual Method, Silent Way and Communicative methods.

How are errors in pronunciation corrected in each method and what is the theory behind it?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. Teaching speaking and listening: ALM, Direct, Suggestopedia, Silent way, Communicative.

Give the theory and an example activity for each.

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. The Communicative Approach.

Paying attention to the three parts of a communicative activity and communicative competence. What is the aim of this method and how is it achieved?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. Inductive and deductive teaching of grammar.

What is one method that uses inductive and one that uses deductive and why? What are the strengths and weaknesses of each?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. The Behaviorist theory of SLA.

What is the role of the child, the teacher, key terms, people and linguistic forms? What is one method associated with this theory? How does it show the ideas of the theory?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. Grammar-Translation, Direct and Suggestopedia.

Give the reasons why the first language is or is not used. What is the Contrastive Analysis Hypothesis and how is it connected to this question?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. Extensive and intensive listening.

 What is the difference between them? Give examples for how to practice each. Which is more important for students?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. The use audio materials.

Your students become nervous and say they can’t understand anything. When you ask them comprehension questions about the material, they cannot answer them. What should you do?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. The Behaviorist and Interactionist theories of Second Language Acquisition.

Include the theory, role of teachers and pupils, key terms and associated methods.

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. Error correction in the following methods: Communicative, Grammar Translation and Audio Lingual.

What role do errors play in each of these methods? When and how should they be corrected?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. The meaning of writing in the following methods: Grammar Translation. Communicative and Audio Lingual.

Why is speaking emphasized in these methods? Why is it often the last skill taught?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

65. The term “Procedure” in Foreign Languages Teaching and Learning.

Give examples of procedures in different methods.

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. What is drilling?

In what approaches is drilling used? What learning theories are behind it?.Give examples.

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. What is the rationale behind lesson planning?

What needs to be considered for a lesson plan to be effective, and what will happen if planning does not take place?

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

1. The terms “Approach”, “Method”, “Design” in Foreign Languages Teaching and Learning.

Speak about the notions that are attributed to them.

                                                   Литература

1. Brown H.D. Principles of Language Learning and Teaching. 5^th edition. Longman, NY, 2007, 352 pages

2. Harmer J. How to Teach English. 4^th edition. Longman, 2008.

3. Larsen-Freeman D. Techniques and Principles in Language Teaching. 2^nd edition. Oxford University Press, 2000.

4. Gower, Roger, Phillips, Diane and Walters, Steve. Teaching Practice. A handbook for teachers in training. Macmillan, 2005. – 215 pages

 

Примеры заданий в зависимости от вида проведения государственного экзамена по специальности 5В011900 «Иностранный язык: два иностранных языка»

To prepare a good analysis of the text one ought to follow the certain order, read commentaries and answer the following questions as fully as possible.

Describing the personages

The relationship between plot and character is a vital and necessary one. Without a character, there would be no plot and, hence, no fiction. When one speaks of characters in terms of analysis, one is concerned primarily with three interconnected activities. One is concerned, first of all, with being able to establish the personalities of the characters themselves and to identify their intellectual, emotional and moral qualities. Secondly, one is concerned with the techniques an author uses to create, develop and present characters to the reader (both philological and purely linguistic). Thirdly, one is concerned with whether the characters so presented are credible and convincing.

 

Questions to answer:

3. 1. Who is / are the main character(s) of _? (Who is the hero / heroine of__)?

Note: if an external conflict (e. g. between a person and the society, or two people) is presented in the text, we usually distinguish between a protagonist (a main character we sympathize with) and an antagonist (opponent). Mind, that a protagonist is not necessarily a positive hero and an antagonist may be not a villain.

3. 2. Is / are he (she) / they dynamic (showing an ability to change) or static (not showing any ability to change throughout the whole book)? (Give the evidence from the text!)

3.3. Are the major personages flat (characterized only by one leading feature) or round (with a polyphony of personal traits displayed)? (Give the evidence from the text!)

3. 4. Who are the secondary characters / personages of__?

3. 5. What is in your opinion the author's attitude towards the character(s) / personage(s)? (Positive / sympathetic / friendly / negative / critical / ironical / sarcastic / neutral / indifferent). Prove your point presenting the words / situations / original stylistic devices / traditional expressive means used by the author to describe the characters. Describe the type of the implicit author (author's image) realized in the text (an eye-witness, an impartial observer, a judge, an ardent critic, a confidant, etc.). Analyse the narration type of the text. Pay some special attention to the instances of represented speech (uttered represented speech and inner represented speech) inner dialogue, auto dialogue, inner reaction, stream of consciousness, etc.

3. 6. What is your personal attitude to __?

3. 7. Why do you (dis)like __? Why do you sympathize

(empathize) with__? Why are you critical about__?

Useful language: __ because in my opinion _ is a very kind/

intelligent / courageous / shrewd / downright atrocious / modest/ meek / selfish / cruel / wicked person. You can see the evidence of it when__/ in the scene of__...

 

Take into close consideration that in some works (not few in number) the basic idea is not the most important thing and it is very difficult (if possible at all) to decode it objectively. Nonetheless, we are able to define author's purport (intention, intent) and some reasons, which made the writer create the given masterpiece (e. g. the desire to disclose the complex nature of an artist or to give the potential reader aesthetic pleasure).

 

Last but certainly not least is making up a conclusion. Inasmuch as reporting the results of any interpretational activity is very important both in terms of the content and the form, the conclusion drawn must be connected logically with the opening part of the report (i. e. general information). As a result of this analytical module one should be able to speak about individual features of the author and the text under study. It is also important to dwell on the general impression the text produces.

 

Questions to answer:

5. 1. What is your opinion of __ (the book, novel, short story) in general?

Useful language: __ rather interesting / instructive / informative / thrilling / exciting / dull / boring / uninteresting.

5. 2 What impression did _ make / produce on you? Explain

why!

Useful language: __made on me a great / favourable /

strange /poor / an unforgettable impression.

5. 3. What did you appreciate in __ most of all?

Useful language: I appreciate in the text __ the realistic description of life / the profound psychological analysis of human behaviour / the entertaining plot / the sense of humour / the beautiful style of writing.

5. 4. What peculiarities of the author's individual style of

writing did you come across in the book analysed? What can

you say about __diction (choice of tropes and lexical

EMs) and syntax?

5. 5. Is the author dialogue oriented and democratic in his

attitude to the implicit reader (the image of a potential reader in the text) or mentor-like? What is the general tone of the major parts and the whole text?

Useful language: The style of writing in __ is terse but lucid.

The skillful use of contrast is characteristic of (name of the author). The figures of implicit author and reader create a unique polyphony of voices guiding a careful and attentive reader on a difficult way of cognizing the intricate world of human spirit (imagination, etc.).

5. 6. Would you advise this book to your friends (group mates, acquaintances)? /Give your reasons from the viewpoint of the beautiful linguistic form of narration, interesting idea expressed, true to life situation description/.

Be careful not to forget that in a good analysis of the text you ought to combine clear theoretical linguistic knowledge and practical skills of decoding different kinds of texts with your personal creativity in choosing your way and individual technique of text interpretation, as well as in the choice of words used in the report on the work

                    List of English and American authors for text analyses

                                           English authors:

1. Daniel Defoe.
2. Jonathan Swift.
3. Walter Scott.
4. Charles Dickens.
5. William Thackeray.
6. Henry Fielding
7. Charlotte Bronte.
8. Emily Bronte.
9. Thomas Hardy.
10. A. Conan Doyle.
11. Herbert Wells.
12. Richard Aldington.
13. Katherine Mansfield
14. Alfred Cooper
15.  John Cheever

 

                            American authors:

1. James Fennimore Cooper.

2. Washington Irving  

3. Mark Twain.

4. Theodore Dreiser.

5. E. Hemingway.

6. John Steinbeck.

7. John Updike

8. J.D. Salinger.

9. Jack London

   

  3. Критерии оценивания государственного экзамена

 

Оценка по буквенной системе	Цифровой эквивалент	Баллы (%-ное содержание)	Оценка по традиционной системе	Критерии оценки знаний, умений, навыков и компетенций
А	4	95-100	отлично	Student demonstrates full knowledge (more than required). Information in logical, interesting sequence which reader can follow. Student gives full definitions to all key notions listed in the task. Student provides relevant examples from personal experience to each of the listed notions.
A-	3,67	90-94		Student demonstrates required knowledge. Information in logical sequence which reader can follow. Student gives definitions to the larger part of the key notions listed in the task. Student provides more than two relevant examples from personal experience.
B+	3,33	85-89	хорошо	Student demonstrates required knowledge. Student presents information in logical sequence which reader can follow. Student is at ease with content, but fails to elaborate. Student gives definitions to some of the key notions listed in the task. Student provides more than two relevant examples from personal experience.
B	3,0	80-84		Student demonstrates required knowledge. Student presents information in logical sequence which reader can follow. Student is at ease with content, but fails to elaborate. Student gives definitions to some of the key notions listed in the task with some mistakes. Student provides relevant examples from personal experience.
B-	2,67	75-79		Student demonstrates required knowledge with some factual mistakes. Student presents information in logical sequence which reader can follow. Student is at ease with content, but fails to elaborate. Student gives definitions to some of the key notions listed in the task with some mistakes. Student provides relevant examples from personal experience.
C+	2,33	70-74		Student demonstrates required knowledge with some factual mistakes. Reader has difficulty following work because student jumps around. Student is uncomfortable with content and is able to demonstrate basic concepts. Student gives definitions to one key notion from those listed in the task. Student finds it difficult to provide relevant examples from personal experience but still there are some examples.
C	2,0	65-69	удовлетворительно	Student demonstrates required knowledge with some factual mistakes. Reader has difficulty following work because student jumps around. Student is uncomfortable with content. Student gives definitions to one key notion from those listed in the task with some insignificant mistakes. Student finds it difficult to provide relevant examples from personal experience.
C-	1,67	60-64		Student demonstrates required knowledge with some factual mistakes. Reader has difficulty following work because student jumps around. Student is uncomfortable with content. Student gives definitions to one key notion from those listed in the task with some insignificant mistakes. Student provides irrelevant example from personal experience.
D+	1,33	55-59		Student hardly demonstrates required knowledge with some factual mistakes Sequence of information is difficult to follow. Student does not have grasp of information; student cannot answer questions about subject. Student provides irrelevant examples from personal experience.
D	1,0	50-54		Student demonstrates poor level of knowledge. Sequence of information is difficult to follow. Student does not have grasp of information; student cannot answer questions about subject. Student provides irrelevant example from personal experience.
FХ	0,5	25-49	неудовлетворительно	Student demonstrates poor level of knowledge. Student doesn’t give definitions to any of the listed notions. Student fails to provide examples from personal experience.
F	0	0-24		Student demonstrates very poor level of knowledge. Student doesn’t give definitions to any of the listed notions. Student fails to provide examples from personal experience.

 

МИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РЕСПУБЛИКИ КАЗАХСТАН

СЕВЕРО-КАЗАХСТАНСКИЙ ГОСУДАРСТВЕННЫЙ УНИВЕРСИТЕТ

ИМЕНИ МАНАША КОЗЫБАЕВА

 

Утверждаю

                                                                Ректор СКГУ им. М. Козыбаева

______________________С.Омирбаев

«____» ______________________201 г.

 

 

ПРОГРАММА

ГОСУДАРСТВЕННОГО ЭКЗАМЕНА ПО СПЕЦИАЛЬНОСТИ